• 대한간호학회지
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• 제4권2호
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• pp.1-16
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• 1974

This Study involved the development of a survey form and the collection of data in an effort-to provide information which can be used in the improvement of nursing curricula. The data examined were the kinds courses currently being taught in the curricula of nursing education institutions throughout Korea, credits required for course completion, and year in-which courses are taken. For the purposes of this study, curricula were classified into college, nursing school and vocational school categories. Courses were directed into the 3 major categories of general education courses, supporting science courses and professional education course, and further subdirector as. follows: 1) General education (following the classification of Philip H. phoenix): a) Symbolics, b) Empirics, c) Aesthetics. 4) Synthetics, e) Ethics, f) Synoptic. 2) Supporting science: a) physical science, b) biological science, c) social science, d) behavioral science, e) Health science, f) Educations 3) Professional Education; a) basic courses, b) courses in each of the respective fields of nursing. Ⅰ. General Education aimed at developing the individual as a person and as a member of society is relatively strong in college curricula compared with the other two. a) Courses included in the category of symbolics included Korean language, English, German. Chines. Mathematics. Statics: Economics and Computer most college curricula included 20 credits. of courses in this sub-category, while nursing schools required 12 credits and vocational school 10 units. English ordinarily receives particularly heavy emphasis. b) Research methodology, Domestic affair and women & courtney was included under the category of empirics in the college curricula, nursing and vocational school do not offer this at all. c) Courses classified under aesthetics were physical education, drill, music, recreation and fine arts. Most college curricula had 4 credits in these areas, nursing school provided for 2 credits, and most vocational schools offered 10 units. d) Synoptic included leadership, interpersonal relationship, and communications, Most schools did not offer courses of this nature. e) The category of ethics included citizenship. 2 credits are provided in college curricula, while vocational schools require 4 units. Nursing schools do not offer these courses. f) Courses included under synoptic were Korean history, cultural history, philosophy, Logics, and religion. Most college curricular 5 credits in these areas, nursing schools 4 credits. and vocational schools 2 units. g) Only physical education was given every Year in college curricula and only English was given in nursing schools and vocational schools in every of the curriculum. Most of the other courses were given during the first year of the curriculum. Ⅱ. Supporting science courses are fundamental to the practice and application of nursing theory. a) Physical science course include physics, chemistry and natural science. most colleges and nursing schools provided for 2 credits of physical science courses in their curricula, while most vocational schools did not offer t me. b) Courses included under biological science were anatomy, physiologic, biology and biochemistry. Most college curricula provided for 15 credits of biological science, nursing schools for the most part provided for 11 credits, and most vocational schools provided for 8 units. c) Courses included under social science were sociology and anthropology. Most colleges provided for 1 credit in courses of this category, which most nursing schools provided for 2 creates Most vocational school did not provide courses of this type. d) Courses included under behavioral science were general and clinical psychology, developmental psychology. mental hygiene and guidance. Most schools did not provide for these courses. e) Courses included under health science included pharmacy and pharmacology, microbiology, pathology, nutrition and dietetics, parasitology, and Chinese medicine. Most college curricula provided for 11 credits, while most nursing schools provide for 12 credits, most part provided 20 units of medical courses. f) Courses included under education included educational psychology, principles of education, philosophy of education, history of education, social education, educational evaluation, educational curricula, class management, guidance techniques and school & community. Host college softer 3 credits in courses in this category, while nursing schools provide 8 credits and vocational schools provide for 6 units, 50% of the colleges prepare these students to qualify as regular teachers of the second level, while 91% of the nursing schools and 60% of the vocational schools prepare their of the vocational schools prepare their students to qualify as school nurse. g) The majority of colleges start supporting science courses in the first year and complete them by the second year. Nursing schools and vocational schools usually complete them in the first year. Ⅲ. Professional Education courses are designed to develop professional nursing knowledge, attitudes and skills in the students. a) Basic courses include social nursing, nursing ethics, history of nursing professional control, nursing administration, social medicine, social welfare, introductory nursing, advanced nursing, medical regulations, efficient nursing, nursing english and basic nursing, College curricula devoted 13 credits to these subjects, nursing schools 14 credits, and vocational schools 26 units indicating a severe difference in the scope of education provided. b) There was noticeable tendency for the colleges to take a unified approach to the branches of nursing. 60% of the schools had courses in public health nursing, 80% in pediatric nursing, 60% in obstetric nursing, 90% in psychiatric nursing and 80% in medical-surgical nursing. The greatest number of schools provided 48 crudites in all of these fields combined. in most of the nursing schools, 52 credits were provided for courses divided according to disease. in the vocational schools, unified courses are provided in public health nursing, child nursing, maternal nursing, psychiatric nursing and adult nursing. In addition, one unit is provided for one hour a week of practice. The total number of units provided in the greatest number of vocational schools is thus Ⅲ units double the number provided in nursing schools and colleges. c) In th leges, the second year is devoted mainly to basic nursing courses, while the third and fourth years are used for advanced nursing courses. In nursing schools and vocational schools, the first year deals primarily with basic nursing and the second and third years are used to cover advanced nursing courses. The study yielded the following conclusions. 1. Instructional goals should be established for each courses in line with the idea of nursing, and curriculum improvements should be made accordingly. 2. Course that fall under the synthetics category should be strengthened and ways should be sought to develop the ability to cooperate with those who work for human welfare and health. 3. The ability to solve problems on the basis of scientific principles and knowledge and understanding of man society should be fostered through a strengthening of courses dealing with physical sciences, social sciences and behavioral sciences and redistribution of courses emphasizing biological and health sciences. 4. There should be more balanced curricula with less emphasis on courses in the major There is a need to establish courses necessary for the individual nurse by doing away with courses centered around specific diseases and combining them in unified courses. In addition it is possible to develop skill in dealing with people by using the social setting in comprehensive training. The most efficient ratio of the study experience should be studied to provide more effective, interesting education Elective course should be initiated to insure a man flexible, responsive educational program. 5. The curriculum stipulated in the education law should be examined.

• 한국과학교육학회지
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• 제22권5호
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• pp.1010-1029
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• 2002

The purpose of this research was to survey middle school students' preference for science and its causal factors, so as to analyze the causal relationships between them. Preference for science and its causal factors were defined theoretically, and a theoretical model was constructed to measure them and analyze the causal relationship by structural equation modeling. According to the theoretical model and a pilot test, a questionnaire was developed with three parts; the background information of a respondent, the preference for science, and the causal factors of preference. The questionnaire was administered to one class per grade of randomly selected 8 middle schools from 4 areas across the country, and 819 students' data were collected. Preference for science was defined as a state of mind. It revealed to what extent, and how, one likes science. It consisted of 3 categories - 'emotional response', 'behavioral volition', 'valuational comprehension', and each category was divided into two subcategories. Causal factors affecting the preference for science consisted of three categories - personal, educational and social factors, and each was divided into 2 or 3 subcategories. Middle school students' preference for science was middling as a total. Curiosity about contents of science and valuation of science were high, comparatively, but behavioral volition about science was especially low. Students' responses to the causal factors were relatively high in every educational factor and sociocultural valuation of social factors, but relatively low in socioeconomic rewards of social factors, and especially low in personal factors. The causal relationship about the preference for science was investigated by multiple regression analysis and path analysis, using the structural equation model. Multiple regression analysis about the preference for science and its causal factors revealed important factors. The important factors were personal ability, the personal traits, rewards in school science, and contents of school science in order of magnitude of standardized regression coefficient ${\beta}$. Stepwise regression analysis with each of the subcategories of the preference for science as dependent variables showed what factors were important in each subcategory. According to the result of structural equation modeling, personal factors affected 'emotional response' and 'behavioral volition' directly, and social factors affected 'valuational comprehension' directly. Educational factors affected all categories of the preference for science by influencing not only 'emotional response' and 'valuational comprehension' directly, but also 'behavioral volition' indirectly. The way to promote middle school students' preference for science was suggested, based on the analysis result.

• 아동학회지
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• 제13권2호
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• pp.229-240
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• 1992

Although play is a key element in child development, little research has been done on how play is conceptualized by adults directly involved with children on a daily basis. The purpose of the study was to determine meanings of the concept "play" held by mothers of preschool children in Korea. Specifically, the study sought to determine Korean mothers' conceptions of the nature and functions of play, and their conceptions of play in contrast to work. An open-ended/semi-structured interview instrument was constructed to generate research data. Interview questions focused on three content categories: (1) the nature of play, (2) the functions of play, and (3) conceptions of work. Questions in each content category consisted of four distinct types: (1) experience/behavioral, (2) opinion/value, (3) feeling, and (4) knowledge. The instrument was pilot-tested with two subjects, revised, and administered to eleven mothers of preschool children. Interview data were subjected to domain and taxonomic analyses. Analyses yielded two principal themes: (1) Play is viewed as an intrinsically motivated and pleasurable activity; (2) while play and work could be consonant, the values inherent in play and work are generally in opposition.

• 가족자원경영과 정책
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• 제1권2호
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• pp.79-95
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• 1997

The purpose of this empirical study is to examine the effects of middle-aged married women’s attitude and activity for leisure upon their life satisfaction. The samples were composed of 388 married women between 40 years and 59 years old, selected by age and local distribution. As the major findings of this study, the most decisive factors to enhance the life satisfaction are found as follows: First, the behavioral factor among the leisure attitudes is most affective to highten the life satisfaction. Second, self-development activity, friend-making activity and home-oriented activity are the most decisive factors in the category of participation rate of leisure activities. Third, in the types of leisure activities, leisure activity with husbands is the most affecting. Also, the economic factor of the samples was the most significant factor to affect the life satisfaction. The findings of this study provide some implications regarding the policies on the leisure facilities, leisure education programs, the governmental and social supporting systems, and the spontaneous efforts of women themselves to enhance the quality of life of the middle-aged married women.

• International Journal of Computer Science & Network Security
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• 제21권3호
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• pp.153-164
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• 2021

The increasing importance of such fields as embedded systems, pervasive computing, and hybrid systems control is increasing attention to the time-dependent aspects of system modeling. In this paper, we focus on modeling conceptual time. Conceptual time is time represented in conceptual modeling, where the notion of time does not always play a major role. Time modeling in computing is far from exhibiting a unified and comprehensive framework, and is often handled in an ad hoc manner. This paper contributes to the establishment of a broader understanding of time in conceptual modeling based on a software and system engineering model denoted thinging machine (TM). TM modeling is founded on a one-category ontology called a thimac (thing/machine) that is used to elaborate the design and analysis of ontological presumptions. The issue under study is a sample of abstract modeling domains as exemplified by time. The goal is to provide better understanding of the TM model by supplementing it with a conceptualization of time aspects. The results reveal new characteristics of time and related notions such as space, events, and system behavior.

• 인지과학
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• 제22권4호
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• pp.469-494
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• 2011

동일한 지각 범주에 속하는 물체들은 범주 별로 특성화된, 제한된 용량의 주의 자원을 차지하기 위해 서로 경쟁한다. 그러나 지각적으로 동일한 두 개의 물체가 시각 분석 과정에서 상호작용하는 방식에 대해서는 잘 알려져 있지 않다. 지각적으로 같은 물체들은 동일한 범주의 물체들이 경쟁하듯이 서로의 정보처리를 억제할 가능성도 있지만, 오히려 서로 협력을 통해 잡음에 강하고 지속력 있는 지각 표상을 생성할 가능성도 있다. 본 연구는 이러한 가능성들을 검증하기 위해 그림-이름 스트룹 과제를 사용한 세 건의 행동 실험을 실시하였다. 그 결과, 같은 범주에 속하는 두 개의 방해자극들은 서로의 간섭 효과를 희석시켰지만, 두 개의 중복된 방해자극들은 서로의 간섭 효과를 강화하였다(실험 1). 중복 효과는 동일한 반응과 연합된, 지각적으로 다른 방해자극들을 제시했을 때는 사라졌고(실험 2), 대뇌 반구 별자극 제시 방법의 영향을 받지 않았다(실험 3). 이러한 결과는 방해자극의 중복 효과가 반구간 상호 독립적인 주의 자원에 기초한 지각적 표상 수준의 처리 과정에서 발생하고 있음을 의미한다. 본 연구의 결과는 스트룹 간섭이 지각적 범주 수준의 주의 자원의 제약을 받는다 는 가설을 지지하고, 더 나아가 자극의 중복이 지각 정보처리를 촉진함으로써 이러한 제약을 극복할 수 있음을 시사한다.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• 제17권2호
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• pp.131-140
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• 2006

Objectives : This study was conducted to investigate the deficits of executive function in children with ADHD, Asperger's Disorder(AD), and teaming disorder (LD), and to identify the differential characteristics of executive function deficits among three groups. Methods : The clinical group consisted of 46 children between the ages of 7 and 15 (16 ADHD, 16 LD, 14 AD). Neuropsychological tests for measuring cognitive function, attention and executive function were individually administered to children, and their performance scores were calculated based on the age norm for each test. Results : There was no significant difference in FSIQ, VIQ, and PIQ among the three groups. However, the AD group tended to show higher scores on the subtests of Information, Vocabulary and Digit Span, and lower score on Comprehension subtest than the ADHD and LD groups, while the LD group tended to show the lowest scores on the Information and Vocabulary subtests. On ADS, the ADHD group showed the highest omission and commission errors. All groups showed poor performances belonging to below 25 percentile ranks on executive function tests when compared to the age norms of normative group. The number of completed category on WCST was the smallest in the ADHD group, while the working memory score was the lowest in the LD group. Conclusion : These results suggest that ADHD, LD, and AD children have executive function deficit in common. However, the specific deficit areas in executive function are different for each group.

• 영재교육연구
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• 제24권4호
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• pp.561-576
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• 2014

본 연구의 목적은 학자들의 정의가 반영되어 있는 영재아 행동특성 평정척도(SRBCSS-R)에 비추어 과학영재를 둔 어머니들이 갖고 있는 영재성에 대한 인식을 확인하는 것이다. 이를 위해 초등 과학영재를 둔 어머니 18명과 중등 과학영재를 둔 어머니 32명에게서 영재성에 대한 설문을 실시하고, 이를 언어네트워크분석법을 활용하여 단어분석과 프레임 분석을 수행하였다. 그 결과 단어분석에서는 초등 과학영재를 둔 어머니들이 독서, 과학, 제작 등의 단어에 영재성을 연결시키고 있는 반면, 중등 과학영재들 둔 어머니들은 문제, 문제풀이, 수학 등에 영재성을 연결시키고 있었다. 프레임 분석에서는 초등 과학영재를 둔 어머니들이 창의성, 동기 등의 범주에 강하게 연결되어 있는 반면, 중등 과학영재를 둔 어머니들은 학습, 동기 등의 범주에 강하게 연결시켜 인식하고 있다. 즉, 과학영재를 둔 어머니들의 영재성에 대한 인식은 영재아 행동특성 평정척도에 비추었을 때 일부의 요소만을 영재성으로 인식하고 있었다. 따라서 어머니들의 영재성에 대한 올바른 이해하기 요구되며, 과학영재들에 적합한 교육을 위해서 부모교육이 필요할 것이다.

• 한국직업건강간호학회지
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• 제7권1호
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• pp.33-46
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• 1998

Introduction : In Korea, national attention to the workplace health promotion programs (HPP) for employees began in early 1990s. Governmental supports for the HPP and education programs have given to the employees. The purpose of this study is to find the performance degree of employees' health promoting lifestyle(HPL). Subjects and Methods : For this study, 615 employees who attended governmental educations were selected as research samples. The tool for measuring HPL used in this study was developed for Korean by In-Sook Park in 1995. It is composed of 4-point scaled 60 items and divided into 11 subcategories. The data were collected by self reporting questionnaires from June to December in 1997. Those data were analyzed percentile, mean, standard deviation, ANOVA, t-test with SAS program. Major findings are as follows; 1. The total mean score of the employees' HPL performance was 2.66. The average scores of 'harmonious relationships' category were the highest as 3.11, whereas the one of 'professional health maintenance' were the lowest as 2.02. The remains were 'sanitary life'(2.90), 'emotional support(2.85), 'regular diet'(2.84), 'self achievement'(2.78), 'healthy diet'(2.56), 'rest and sleep'(2.56), 'exercise and activity'(2.54), 'diet control'(2.53), 'self-control'(2.52). 2. The factors affecting HLP were category of industries and sex, age, marital status, education level, major, educational experience of health promotion, among personal characteristics. The employees of service industries, female, older age, married, nurse, educated for health promotion, graduated from junior college performed HLP more than the others. 3. The participation rates of employees for HPP were 12.4%, because of limited time and facilities and equipments. Recommendations; 1. The regulation for performing the health promotion programs in the industries is essential for activating industrial health promoting movement. 2. More governmental supports for educations and services for health promotion programs in the industries are needed. 3. For behavioral changes of the employees, the contents of educations have to consist of exercise and activity, rest and sleep, diet and smoking habits. 4. The evaluating studies for ready made health promotion programs in the industries are expected.

• Advances in Computational Design
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• 제2권4호
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• pp.293-311
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• 2017

There are several claimed benefits for the impact of design patterns (DPs) on software quality. However, the association between design patterns and fault-proneness has been a controversial issue. In this work, we evaluate the fault-proneness of design patterns at four levels: the design level, category level, pattern level, and role level. We used five subject systems in our empirical study. As a result, we found that, at the design level, the classes that participate in the design patterns are less fault-prone than the non-participant classes. At the category level, we found that the classes that participate in the behavioral and structural categories are less fault-prone than the non-participant classes. In addition, we found that the classes that participate in the structural design patterns are less fault-prone than the classes that participate in the other categories. At the pattern level, we found that only five patterns show significant associations with fault-proneness: builder, factory method, adapter, composite, and decorator. All of these patterns except for builder show that the classes that participate in each one of them are less fault-prone than the non-participant classes in that pattern. The classes that participate in the builder design pattern were more fault-prone than the non-participant classes and the classes that participate in several patterns: the adapter, the composite, and the decorator design patterns. At the role level, the most significant differences were between the classes that participate in some roles and the non-participant classes. Only three pairs of design pattern roles show significant differences. These roles are concrete-product vs. concrete-creator, adapter vs. adaptee, and adapter vs. client. The results recommend the use of design patterns because they are less fault-prone in general except for the builder design pattern, which should be applied with care and addressed with more test cases.